<&>Wellington Corpus of Spoken New Zealand English Version One <&>Copyright 1998 School of Linguistics & Applied Language Studies <&>Victoria University of Wellington <&>side one <&>8:41 oh we were very privileged when we went up the coast word fifty nine played the colts and the first fifteen stayed with the kuia for a night <{><[>um <,> tut <,,> oh keep forgetting her name um <,> neil and them's mother <,,><&>6 the one who wrote all the songs <[>oh <&>9:00 oh that um oh rewa rewa tapa yeah oh <,> in taupo yeah <,> the first fifteen stayed with her for the night word you know at her house at there is it's still up word she's got a big house there <,,> we all fitted in <,> first fifteen word <{><[>word <[><&>addressed to tape recorder working yes easily <,,><&>4 come one then word <,,><&>6 we weren't allowed to <&>10:00 stay at the marae eh <,,> er <,,> <&>name marae cos queen victoria was staying there mm we weren't allowed to stay there laughs word got got enough maraes up there oh well they oh well the kuia wanted us to stay with her i think because of tom who was our headmaster <,,><&>10 manahanei is it manahanei yeah i think that's where we went to <,,><&>7 no we were just too many at the marae yeah too many <&>10:44 <&>twenty seconds not transcribed <&>11:04 no i was thinking laughs i was forgetting about the school and i thought you were meaning that queen victoria was laughs word heck i didn't think he was quite that old <&>11:15 <&>one minute thirty six seconds not transcribed <&>12:51 cos um <,> te teko is between whakatane and rotorua eh yeah but there was no tarseal <,> just er you <&>13:00 know like the coast road ata tarseal on the coast road laughs laughs <,,><&>5 well when we went through in fifty nine yeah yeah that'll be <{><[>right <[>yeah there was no tarseal except in the town mm in ruatoria but there was no tarseal yeah that's right but now voc tarseal right through right around right around the coast te kaha right round eh right around through ruatoria tokomaru and gisborne oh yeah no it wasn't tarseal when we went there <,,><&>4 cos i remember <,> as soon as you saw the dust eh you stop your car this would have been in the <.>for er late forties you stop your car just the big sheep trucks eh <{><[>sure <[>they don't stop for anybody <,,><&>5 if you got a <&>14:00 gas mask you you know you need one <,,><&>11 we used to go to er whangaparaoa for fishing eh go to te kaha for <,> moki and er <,> tut and crayfish <,> and we'd move on to whangaparaoa mm for snapper <,,> and then move on to hicks bay for kutai mm koho we didn't go further than that <,> yous fellas might shoot us <,,><&>9 <&>15:00 yes catch get any kind of fish in whangaparaoa off the flats there i don't know if you know that place you know where the school is the primary school at whangaparaoa <{><[>flat place <[>know the one <,,> cape runaway oh yeah whangaparaoa that's whangaparaoa mm <,,> MM <,,><&>10 see we used to say like hicks bay you know fellas used to say where hicks bay we didn't know where hicks bay was but when you said wharekahika oh we knew where <{><[><.>whare wharekahika was you know <,,><&>5 but WE didn't know where hicks bay was <,,><&>7 i think i know all <&>16:00 the maori names from hicks bay back through to er you know whakatane <[>yes mm whitianga <,,> omaio <,> maraenui <,,><&>5 don't ask me i only know a few places round where you come from eh mm there's rangitukia and <.>wai waiomatatini oh we went that's where we that's the other privilege we went we went across oh <{><[>where from tikitiki <[>across from mm we went to um <,> haere matau ki tenei a tiki ta ngata na oh ngata ne tolaga <&>pronounced togala ? ae well i'm further on inhales mm well where we came out tikitiki <{><[>well we're across the river from there and if we wanted to go to <&>17:00 to go to tikitiki we had to go right around to ruatoria and back out again <[>ae that's right yeah oh well we actually went right around to ruatoria and <{><[>down we didn't cross across <&>pronounced acriss <,,><&>4 te awa rere haere <.>te to koutou taniwha i tera wa <[>then out yeah in winter eh mo te wai <,> tino hohonu te wai <,,><&>9 <&>17:35 <&>discussion about microphone not transcribed <&>18:11 are you a gisborne high boy kao ngata college oh <,,><&>8 tut so it's closer i thought be closer to cross the river go to te araroa ata no no closer to <.>rua ruatoria <,,><&>7 well you had WE had to go to ruatoria anyway to get to te araroa yeah oh well kei te pai swim across on your horse yeah <,,> some of the time <,,><&>9 <&>19:00 cos i remember omaio the kids had when those when the bridge used to get blocked quite often and they used to swim across the river on their horses at omaio <,,><&>8 another coffee rei no no thanks <{><[>er faye <[>voc kei hea nga <.>pana <.>nga te paraoa na voc no we had a late lunch <,,><&>5 mm o penei te ripene nei mahou <,> ma ma faye no no no ko korero au tera kei te pirangi to reo oh i see ae <,> engari he <,> he mea pea mo te linguistics department oh i see <&>20:00 te te rere o <.>te o to reo pakeha kare pehea i te reo maori engari kei te pehea to reo pakeha oh ko word ? ae <,,><&>3 oh <{><[>i see <[>ko te take ko te take mm engari te piringa word <.>te tut <.>t me pehea te maori whakahaere i te reo pakeha ne ko nga korero te mita <,,> er <,,> er nga ahuatanga te whakahaere mo <.>tena tena ahua o te reo oh ae ko te take engari kei te pirangi nga mea uaua pehea <{><[>te <[>word te wha tekau nga tau nei o whakarongo ia na word ? ae mo te linguistics oh <&>21:00 <,,><&>8 so are you um <,,> you're fulltime? mm mm <,,><&>4 for the year and in your language acquisition what what er you said there were six categories yeah um <,> there's um bilingual we're talking about bilingual education how it came to be what it is then there's language acquisition how the language works and all that sort of thing koina te <{><[><.>language <[>do you agree with bilingualism well i i i don't know yet i mean i <.>ne i never knew anything about it before i came no reira ka haere mai that's why i came cos i don't know voc anything about it i don't know enough about it <&>22:00 mm <,,> exhales i think it's just a political term i think though political term mm cos er <,,> if you want to teach the idea of bilingualism i presume was to try and teach MAORI in the schools <,,> er <,,><&>5 the other thing was to teach both languages at once it just wouldn't work yeah just wouldn't work tut well that was the reason why i i applied because from i don't have any <.>e <.>exp i haven't <.>ex actually experienced any any bilingual teaching or been in any been in a bilingual class yeah um but that was one of the reasons that i applied um cos people have been asking what <&>23:00 what my thoughts were on on on bilingual education and i said well i i really can't comment because i inhales mm i don't have that experience so it would be unfair of me to say oh this and that voc so i'm just sort of um <{><[>so far learn learning what it is and what they're trying to do inhales <[>oh yeah yeah they dwell on eh? teaching technique <{><[>they dwell they dwell on <[>yeah teaching to <.>h and how to um dwell on teaching technique <&>pronounced tenique <{><[>technique and they dwell on their position <[>yeah how <.>h well yeah <,> how well how bilingual came about and and the and the sort of problems that we're having to face yeah <{><[>yeah <[>at the moment to bring maori into the school well i think you've got to be it's got to be total immersion yeah to get a better cos most of the kids you teach are children who speak english anyway <&>24:00 might not be as fluent as we'd like them to be but they're pretty well versed in the english <{><[>language <[>mm mm um you know they <,> um they do everything in english even dream in english these kids er but they don't do that in maori very few kids do that <,> very few <,> you know <.>s now starting to get ruatoki <,> er they've gone back they've suddenly gone back eh there's been a sudden turn back to maori totally maori er and you get kids from who are fourteen fifteen now down yeah mohio te korero yeah there's a sudden there's urgency in the whole area mm speaking maori so that they actually dream in <&>25:00 maori laughs kids actually dream in maori i think you hammer your kids i've been hammering my moko he dreams in maori laughs and so er kei te mohio ka korero maori ne? che <{><[>inhales yeah well that's the only way to go eh total immersion <[>you know yes it is that's to er you know to keep the language alive anyway that's the key i think for your college room <,> books <,,> BOOKS it's all right having formal lessons if you think it's needed you know if there's a weakness some of the children who might need a formal lesson <,,> you know get them <&>26:00 to read that and fire the questions at them <,,><&>3 fire all the questions <,,><&>4 even if you have to look up <,,> mm to tell whether they're reading the books mhm mm <,,> that's what i'm trying to do at um <,> college i was in <.>wel <.>c er wellington college for er three months yeah oh yeah wellington the boys' college? yeah just er just took off from word for three months no it works <,,><&>4 it's the whole <,> the whole lesson is in maori practically in maori there were one or two that had to have a lesson <,,> basically it was er tut you know <&>27:00 get them to do do a play on just you know all these little simple ones and you'll find you get more maori out of these than you do out of an actual they actually learn more i think from participating oh than you do from teaching them straight from you know from um <,> ryan's books they just go through you know they're only going through a process eh <,,><&>9 oh yeah just being discussion for a day like that you know talking about it and then just opening the book reading them mm tut then the last voc fifteen minutes ten minutes i say what are you guys going to korero i want you to do a play five ten minute play <&>28:00 <,,> MM what well how would you teach them prior to er to that then oh well you just say um oh well i suppose in this case um <,,><&>6 um oh well just say we're going to a farm you know mm you tell the boys and say oh say he aha <.>koe he aha nga momo mohio ana koe they might ask oh what this mean oh what are the things you know in maori about a farm mm mm who's been to a farm koe e tautoko haere you know you talk about it and they they'll pick it up and you can just write up on the board you see oh yeah so it's CONTINUOUS mm and they they'll learn the patterns from your patterns you know <,,> your patterns <&>29:00 that's what i do with my moko he's only three eh oh we don't we don't <.>dis we just go straight into the koreros so i might just read this to him you see <,> i read it to him then i might say er ka haere mai a he'll tell me <,,> instead of me telling him all the time he'll tell me and just whip through it do it quickly eh cos he wants to get through and then er and by the time you read it to him <,> and you don't show him the pictures you know just read it cos he already knows mm he already knows word and put your own words in <,> and he'll tell you they're all wrong laughs inhales yes yes HE'll tell you you're wrong <&>30:00 <,> and then um you can do comprehension and one of the most important things in comprehension i think is a term called prediction you know that yeah yeah well i mean you could do that with that you see <,,> and just something that HE might already have seen or heard or they might have seen mm you know mm word but i think it's the key <,> in reo yeah cos it's something that they can take home <,> cos when you know when you have your lessons at home and you <.>fin at college and you finish they're switched off yeah well that's part of the problem eh <{><[>is that they haven't got enough exposure eh i mean the moment they step out of your door <[>switched off oh i've got all these books voc heaps of them <&>31:00 eh all round here and word mm so i make them available to my moko when he comes yeah and he just and then <,,> yeah but the boys like the plays in college oh they like their plays <&>31:21 <&>end of side one <&>side two <&>0:05 they like plays oh couldn't get enough of those <,,> yeah because they can act it i suppose eh act and they make up their own ideas <{><[>eh mm and then they produce them eh so i was actually splitting the class up into five groups <,> and er <,> don't spend too long you know not too flash you want it pretty impromptu eh <[>yeah mm <,,><&>5 voc maybe you know and er just pick on certain you know don't sort of work at the fellas who are on the not the ones who are very keen the ones who are sort of on the verge <,,> and then ask them just in just ask <&>1:00 them in maori mm and they'll give you an answer from the book you know and you know they they they grow ten feet tall they grow two or three feet tall eh cos they've learnt something but i I think it's the key cos there are lots of these things and people don't use them mm people don't use them <,> and they're very simple you know all these um books books the books are pretty hard what's the story with those anyway cos once upon a time they used to just send them out to the school you still get yours you get a set every every month eh every two months cos wellington college was still getting them when i was there yeah oh yeah i i tell you what i get the ones i get now they're probably in your library <&>2:00 yeah? <,,> they're probably in your library at your school oh cos i get half a dozen er every you know like you say every so often but i never seem to get er like you know what else is there there's <,> there's what are the other ones faye <{1><[1>it's <{2><[2>just primary <[1> <[2>no i don't get that i don't get that one that's primary though but you're a secondary teacher aren't <{><[>you <[>mm <{1><[1>yeah only and <{2><[2> are the secondary ones that's all <[1>so you <[2>if you yeah <{><[>i don't get i get <[>word and do you get that one that's the magazine? <{><[>yes <[>yes yeah you get <{><[>that one <[>yeah i get that one that that's all mm that's yeah <,> but if you've got a good sixth form i mean it's going to be really good to tackle the books <&>3:00 mm it's going to be really good i mean <,> pretty er what even some of the are pretty hard yeah but the fifth form i find that the fifth form maori paper is very easy eh <,> very very easy mm so what do you what do you take at er correspondence school what what level are you oh i do <.>f <.>w well it depends on your paper you know you can do er you you can do third form to seventh form if you like oh i'll probably do the sixths and sevenths <,,> soon i was doing them when i was down there two years ago <,,><&>5 um tut oh i find the sixth form <&>4:00 papers quite easy really it's quite easy fourth form is very hard well the old fourth form i don't know about the new fourth form <,,> the third form is too easy and then there's such a big climb into the fourth form eh yeah yeah and that's where we lose all our students at fourth form yeah probably um we need to marry up the fourth form with the third form at the same time marry up the fourth form with the fifth form eh because there seems to be a big gap eh between <,> the fourth and fifth you find a lot of fourth formers coming into fifth form <,> and yes it's a big jump for them eh <{><[>from <[>big jump <{><[>big jump <[>from fourth to er in fact they should be taking some of the fourth form work down to the third form work mm because they CAN cope with it <,,> but um tut tell you what i didn't do at college i didn't <&>5:00 ask the kids in english any of the questions either verbally or written mm i always asked them in maori i wrote the questions up on the board in maori yeah? so they got used to the terms you know it was just the simple ones like um er whakapakehahia whakapakeha or whakamaorihia tenei korero mm instead of translate into maori so all my questions either verbally or written i wrote them in <{><[>maori <[>mm and i tried to do um tut the work they did was either from english to maori or from <{1><[1>maori to <{2><[2>maori <[1>maori <[2>maori maori to maori but never <{><[>maori to english <[>maori to english <,,><&>4 yeah i <&>6:00 was told that too not many teachers do that i don't think er just er i was korero maori in all their questions either verbally or written all in maori they can form they can make up their own dossier somewhere in the back of a book then i'd do <.>all and if they did any translations it was always from english into maori never the <{><[>other way round <[>never the other way mm <,,><&>5 mm and if you can slip in the maori to maori then you can create thinking in maori that is the whole idea eh then you try and comprehend it in maori eh ae otherwise they can't er but i think that's the problem eh because er <.>compre trying to <&>7:00 comprehend you're getting maori and then they're trying to change it into english all the time all the time <,,> mm yeah <,,><&>3 that's what i wanted to do with the whole all of the fifth form papers <,,><&>3 do all the instructions in maori <,,><&>4 oh it might come <{><[>might come <[>mm and and and er the school c te reo maori paper's the same this year as last year oh i don't oh <.>a all the yeah all of our papers are the <{1><[1>same yeah every year they're the same they <{2><[2>should really have a cycle of three years but they bloody they haven't got a cycle of anything it's just the same papers every year <[1>same yeah <[2>yeah mm have you told me is that a b a going out the window again a b a? <&>8:00 mm what is that achievement er based assessment oh i don't know i haven't heard about that yet mm ka word <.>te te whakamatautau it's they get grades you see <{><[>but they reckon they're going back to the old system where they get get marks you know <[>oh mm at the moment they're getting grades you see and they get a for <{1><[1>excellent and b for good and c for very good <{2><[2>or c for <[1>yeah <[2>yeah i think we <{><[>should be a bit stricter in our marking and assessing our kids <[>fair <{><[>mm <[>because er we are getting some teachers who are <,,> they're getting lost in their aroha for the child the children mm you find that the child is trying and they get lost in their aroha and they give them marks that they shouldn't get mm i don't know if you've noticed that yeah i <.>h i have actually especially in the oral assessments <&>8:58